Differentiated instruction is one of the first things that we learn about when we begin the credential program. This includes English language learners, special needs students, and even GATE students. With all of the different levels of learners within the classroom, it is important to focus on what the student needs, and how you, as the teacher, can help them succeed in a general education classroom. This article is specifically looking at Asperger Syndrome, and the way in which we can help our students with this disease thrive within our classroom.
Asperger Syndrome was not recognized as a mental disorder until the early 1990's (Kaland, 2002). It is a type of high functioning autism, and sometimes barely noticeable, "The syndrome is characterized by deļ¬cits in reciprocal social interaction of the autistic kind, subtle impairment of communication and the presence of idiosyncratic isolated interests" (Kaland, 2002). In fact, people with Asperger Syndrome are very intelligent and belong in college prep, or even honors, courses; but many times administrators and teachers do not look past the social "oddities" that can distract the class at inopportune times, as well as the longer period of time it may take the student to complete a task, such as a test. Many students can find that a peer with Asperger's is socially awkward. Unable to take certain social cues, speak out when it is not the right time, and contribute to a conversation with a topic completely different than the one being discussed. It becomes important to help the students see one another as colleagues in a sense; people who work together to accomplish one goal. As teachers in the public school setting, we need to be aware of the different methods and tools that can be used with a student with Aspergers, and help them to succeed in school, and in life.
In the article, "Making a Difference, One Child at a Time," Terry Wilhelm, a teacher and mother of a child with Asperger Syndrome, appeals to both educators and parents to truly listen to one another and try to discover the best IEP plan for students with disabilities. Throughout the article Wilhelm uses examples of her son succeeding in school despite his disabilities. One example she gives, is having the student be involved in a sport, her son was on the track and field team, and has since run the L.A. Marathon three times. The largest influence during his high school career was his coach because he believed in what he could accomplish, he graduated from high school with a 3.6 GPA. Today her son is living on his own, supporting himself, and living a "normal" life.
One of the best things that a teacher can do to get to know their student with Asperger Syndrome, to even just begin to brainstorm the differentiated instruction plans, is to hone in on what the student is truly interested in. For instance, if a student loves trains, and knows everything there is to know about trains, get on the computer and learn about it, show the student that you care and that you are invested in their learning just as much as they are. Also, it is important to get them involved in class, giving them a certain job to do everyday, like passing back papers, or writing things out on the whiteboard, will help the student to interact with the class and bring them out of their "shell." It is common that a student with Asperger's will want to work alone, so it is in the best interest of the class to have the student be integrated into different student groups, and have as many group activities in the class as possible. Assessing a student with Asperger's can be very similar to assessing any other student. The teacher must look at how much information a student has absorbed, as well as how much they improved from the previous assessment. Using different types of assessments will also benefit the student. If they are not a good test taker, give a project where they have to research and give a presentation in front of the class. Verbal assessment is also very efficient with a student with Asperger's. Having the student verbally answer questions can be a less stressful way to understand what the student knows and what they are still struggling with.
Wilhelm, also instructs that it is important to listen to the parents and what they are observing at home. It is normal that a student will be stimulated and "set off" by different things at home than in the classroom. Even though you are the educator, the parent sees the student more, and has raised them, takes them to doctors appointments, and has stayed up late for countless nights having to calm their child down. Parents know and understand their child, getting to know them and their methods can be one of your best allies in helping the student in your classroom.
As teachers, we need to remember that we are not the doctors, we are tools that help students get to the places that they want to go in life. It is pertinent to follow the IEP that is formulated by faculty, staff, and parents; to reach the goals that are set, and to help the student achieve their goals. It is important to have patience, allowing the student to process information, and work through the different tasks given to them. If the school can afford it, it is best that a teacher aid be present in the classroom so that the student can receive the attention they need in order to succeed.
Asperger Syndrome was not recognized as a mental disorder until the early 1990's (Kaland, 2002). It is a type of high functioning autism, and sometimes barely noticeable, "The syndrome is characterized by deļ¬cits in reciprocal social interaction of the autistic kind, subtle impairment of communication and the presence of idiosyncratic isolated interests" (Kaland, 2002). In fact, people with Asperger Syndrome are very intelligent and belong in college prep, or even honors, courses; but many times administrators and teachers do not look past the social "oddities" that can distract the class at inopportune times, as well as the longer period of time it may take the student to complete a task, such as a test. Many students can find that a peer with Asperger's is socially awkward. Unable to take certain social cues, speak out when it is not the right time, and contribute to a conversation with a topic completely different than the one being discussed. It becomes important to help the students see one another as colleagues in a sense; people who work together to accomplish one goal. As teachers in the public school setting, we need to be aware of the different methods and tools that can be used with a student with Aspergers, and help them to succeed in school, and in life.
In the article, "Making a Difference, One Child at a Time," Terry Wilhelm, a teacher and mother of a child with Asperger Syndrome, appeals to both educators and parents to truly listen to one another and try to discover the best IEP plan for students with disabilities. Throughout the article Wilhelm uses examples of her son succeeding in school despite his disabilities. One example she gives, is having the student be involved in a sport, her son was on the track and field team, and has since run the L.A. Marathon three times. The largest influence during his high school career was his coach because he believed in what he could accomplish, he graduated from high school with a 3.6 GPA. Today her son is living on his own, supporting himself, and living a "normal" life.
One of the best things that a teacher can do to get to know their student with Asperger Syndrome, to even just begin to brainstorm the differentiated instruction plans, is to hone in on what the student is truly interested in. For instance, if a student loves trains, and knows everything there is to know about trains, get on the computer and learn about it, show the student that you care and that you are invested in their learning just as much as they are. Also, it is important to get them involved in class, giving them a certain job to do everyday, like passing back papers, or writing things out on the whiteboard, will help the student to interact with the class and bring them out of their "shell." It is common that a student with Asperger's will want to work alone, so it is in the best interest of the class to have the student be integrated into different student groups, and have as many group activities in the class as possible. Assessing a student with Asperger's can be very similar to assessing any other student. The teacher must look at how much information a student has absorbed, as well as how much they improved from the previous assessment. Using different types of assessments will also benefit the student. If they are not a good test taker, give a project where they have to research and give a presentation in front of the class. Verbal assessment is also very efficient with a student with Asperger's. Having the student verbally answer questions can be a less stressful way to understand what the student knows and what they are still struggling with.
Wilhelm, also instructs that it is important to listen to the parents and what they are observing at home. It is normal that a student will be stimulated and "set off" by different things at home than in the classroom. Even though you are the educator, the parent sees the student more, and has raised them, takes them to doctors appointments, and has stayed up late for countless nights having to calm their child down. Parents know and understand their child, getting to know them and their methods can be one of your best allies in helping the student in your classroom.
As teachers, we need to remember that we are not the doctors, we are tools that help students get to the places that they want to go in life. It is pertinent to follow the IEP that is formulated by faculty, staff, and parents; to reach the goals that are set, and to help the student achieve their goals. It is important to have patience, allowing the student to process information, and work through the different tasks given to them. If the school can afford it, it is best that a teacher aid be present in the classroom so that the student can receive the attention they need in order to succeed.
Resources:
Kaland, Nils; Moller-Nielsen, Annette; Callesen, Kirsten; Mortensen, Erik Lykke; Gottlieb, Dorte; Smith, Lars. (2002). A new advanced test of theory of mind: Evidence for children and adolescents with Asperger syndrome. Journal of Child Psychology & Psychiatry & Allied Disciplines, 43, 517-528.
http://encore.apu.edu:50080/ebsco-web/ehost/detail?sid=7865ac3f-7244-458c-97a4-83c33d82eaf7%40sessionmgr114&vid=1&hid=122&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=6743075
Wilhelm, Terry. (2009). Making a difference one child at a time. Leadership, 38, 26-31.
http://encore.apu.edu:50080/ebsco-web/ehost/detail?sid=7c3bc347-5dd6-4420-99e1-2c62a1d4eb59%40sessionmgr12&vid=1&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=39449969